Syllabus for
Master of Science (Psychology-Counselling)
Academic Year  (2021)

The Department of Psychology offers two year full-time M.Sc Course in Counselling Psychology. Master's course in Counselling Psychology is an advanced course aimed at competence building among the students from a holistic and an interdisciplinary perspective. The Programe is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CARCREP) and listed in the International Registry for Counsellor Education porgrammes (IRCEP https://www.ircep.org/directory/).

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Practice evidence-based and culturally-sensitive counselling based in a holistic model of mental health services for individuals, couples, families, and groups.

PO3: Exhibit an emerging professional identity and an openness to ongoing personal and professional development through engagement in relevant professional organisations, continued learning, and reflexive practices.

PO4: Design, implement, evaluate, interpret, and disseminate psychological research to solve real world problems

PO5: Demonstrate a critical understanding of professional, ethical, and legal policies and procedures in mental health and counselling practice

Formative and Summative assessments are conducted by the department to ascertain the readiness for learning and the attainment of learning outcomes. Assessments are examinations are based on competency frame work and principles of outcome-based education. Attainment of learning outcomes/ expected competencies is evaluated using either holistic or analytic rubrics, grading schemes or attainment criteria specified to the students at the beginning of the semester. Learning outcomes (Course outcomes) of each course are mapped to programme outcomes and programme specific outcomes. Assessments and examinations follow the principle of constructive alignment and outcomes are mapped to higher order thinking skills. Most common frameworks used in this programme include Revised Blooms Taxonomy, and Structure of Observed Learning outcomes (SOLO) and ICAP framework.

Assessment is based on the performance of the student throughout the semester.

Credit Structure
Normally 15 hours of classroom teaching in a semester is considered as one credit for theory courses.

• Courses with 30 hours per semester will earn the candidate 2 credits.
• Courses with 45-50 hours per semester will earn the candidate 3 credits.
• Courses with 51 hours and above per semester including practical will earn the candidate 4 credits.
• Dissertations/Practical equivalent to one course will earn the candidates 4-6 credits.

Course Description: This Course will introduce students to the domain of academic writing and its intricacies. Every student, regardless of his or her area of interest, will be called upon to use an academic style of writing at different levels and at various points in time. This course will therefore seek to impart such knowledge about the styles of writing used in the current academic scenario. It will provide students with opportunities in the classroom setting to practice such styles, both individually and in collaboration with others. In doing so, it will allow students to delve deeper into scientific literature, while also preparing them for efforts in research. The insights gained from such a course can be used by students as a foundation in their specialized line of work.

Course objectives:

• This course will help the learner to gain a familiarity with different academic writing styles used in contemporary scientific journals.

• Students will gain better understanding about in-text and reference citations, APA formatting.

• Students will also be introduced to the concept of plagiarism and its different types to avoid such academic forgery.

An overview of the current status of academic writing and its importance; different approaches and processes; key issues: plagiarism, biases and frequent errors

Introduction to style and formatting guidelines from the American Psychological Association (APA); specific guidelines pertaining to in-text citations, references, and structures of academic papers

Abstract writing; summarization; review of literature; scientific poster presentations; reflective, analytic and descriptive reports; book review; film review; tables and graphs in academic papers.

Individual/Group presentations on forms and issues in Academic Writing; classroom assignments in generating abstracts, posters, reviews, etc

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

Course description: This course has been conceptualized in order to shape students to ultimately serve clients of counselling services effectively. It is necessary to monitor the student’s academic progress in the domains that are both personal and professional. These qualities will enhance their counselling skills. The most important aspect of this process is for  the counsellor to grow as a person and then a professional. This course will help the students to understand their skills and developing new skills to become a professional counselor. Life skills and basic counselling skills will be the focus of this course. 

 Course objectives: This course will help the learner to

• understand the basic skills needed for a counselor in professional life.
• understand the Life Skills (personal, cognitive and social skills) model for professional development
• develop modules for psycho-educational training.

Self-awareness, Self-image, Self-development, / Identity (oldvs. new), Empathy,/  problem solving and decision making,/ Creativity, critical thinking,/ Effective helpers;/ Building relationships. / Practicum: Designing and developing training modules on Psycho-Educational Prevention Programs for adolescents, teachers and parents.

Practicum: Designing and developing training modules on Psycho-Educational Prevention Programs for adolescents, teachers and parents, Leadership – characteristics of a leader, leadership styles, stress management and techniques, Influences of Culture in counselling relationships.

Goud, N. & Arko, A. (2006). Psychology and personal growth. Pearson, MA.

Inskipp, F. (2004). Skills training for Counselling. Sage publications. 

Jones, R. N. (2005). Practical counseling and helping skills - text and activities for the life skills counselling model. (5th ed). Sage publications.

Nair. A. Radhakrishnan, (2010). Life Skills Training for Positive Behaviour, Rajiv Gandhi National Institute of Youth Development, Tamil Nadu

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

Course description: This course will give students an insight into topics that provide a foundation for counselling psychology and lays down the ground concepts for their journey towards becoming a professional in this field. It is provided to the students in the first semester and will give them the basic competencies and understanding for future courses as well as internships. Topics covered include, understanding the meaning of counselling, its settings and aspects, the historical roots of this field, an Indian Perspective, ethical components, and current trends. This course is the steppingstone for students to gain a foundation towards understanding their roles and requirements to provide services to those in need of them.

 Course objectives: This course provides students with an understanding of:

• The counsellor’s roles and responsibilities within evolving practice environments
• Historical development and its current status of counselling psychology
• Ethical issues and dilemmas in the field of counselling psychology

Concept of counselling; Defining features of counselling; Major goals of counselling; Difference between guidance and counselling; Counselling and psychotherapy; Types of counselling; Counselling psychology and other specialties and fields: Distinctiveness and overlap; Training, job setting and activities

Development of the profession: Stages of the development of the profession; Traditional activities of counsellors; Counselling in India

The importance of relationship; Components of relationship; Facilitative conditions for the counselling relationship; Ethical issues, Ethical dilemmas, Legal concerns of counsellors

Diversity issues in counselling; Different formats of counselling; Counselling and Liasoning fields; Trauma Counselling, Technological advances in Counselling, Process Oriented Research in Counselling

Bond, T. (1997). Standards and Ethics for counsellors in action. Sage

Charles, G.J., & Bruce, F.R. (1995). Counselling Psychology. Harcourt Brace Publishers

Robert, G. L., & Marianne, M.H. (2003). Introduction to Counselling and Guidance. Pearson education, Inc.

Sharma, R .N.,& Sharma,R. (2004). Guidance and Counselling in India.

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components and get a minimum of 33/65 including class participation marks to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course.(CIA+ESE)

Course description: This course has been conceptualized in order to introduce trainee counsellors to human development across the lifespan with a focus on normal and atypical development, developmental transitions, the socio-economic context of development and wellness at each stage of development. This course looks at life span development through the lenses of social, cognitive and biological theories. The course aims at providing conceptual understanding of healthy development and practical understanding of how to help children, adolescents, and adults address the developmental challenges they face across the life span.  This course provides counselling students with a foundation to conceptualize and apply developmental theory and research.  

Course objectives: This course will help the learner to understand

• Atypical growth and healthy development, and practical understanding of how to help children, adolescents, and adults 
• Processes of human development and apply this knowledge to understand developmental needs of all diverse age groups
• Theories of individual development across the lifespan
• The systemic and environmental factors that affect human development, functioning, and behavior
• Biopsychosocial and eco-systems model of development across the lifespan.

Importance of studying Life-Span Development, Characteristics of life-span development, Nature of Development, Scope of Life span development; Social contexts of lifespan development-ecosystems model. Implications of Lifespan Development for Counselors, need for a developmental perspective 

Part 1: Biological Bases to explain Human Development (10 hours)- Heredity-Environment Correlations; Important physical changes; Challenges for psychological development. Bio-psychosocial model of health- Sleep, Eating, Obesity, health, illness and lifestyle issues across the life-span. 

Part 2: Endings of Life  (10 hours)-Biological and social theories of aging, Successful aging; Death, Causes for death across life span, Suicide in adolescence and adulthood; Facing one’s own death, coping with the death of someone else.

Piaget and Vygotsky’s theory of cognitive development; Age related challenges to cognitive development; Play and play patterns

Development of Emotion, Emotional regulation and Temperament, Attachment and Love: Bowlby, Ainsworth, Sternberg.  Development of Identity: Erickson’s theory; Marcia Identity status; Moral Development, Contexts of moral development: Kohlberg’s theory Parenting; Emerging adulthood and Adult life cycle theories, Fowlers Theory: Arnett, Levinson, quarter and midlife crisis

Santrock, J.W. (2011). A topical Approach to life-Span Development. Tata McGraw-Hill Edition.

Feldman, R. S. (2015). Discovering the life span. (3rd Eds). Pearson Global Education.

Newman & Newman (2003). Development through life: A Psychosocial Approach. Thomson Wadsworth.  

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components and get a minimum of 33/65 including class participation marks to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course.(CIA+ESE)

This course is offered to students in the first semester to introduce them to the tradition of quantitative research in psychology. It begins by discussing the philosophical foundations of quantitative research followed by the scientific basis of research. Students are expected to see the links between scientific process of research and development of clinical psychology. Students will be introduced to research designs and process of research in quantitative methods. The course also provides opportunities to practice skills of research in laboratory setting.

Philosophical roots of quantitative research; History of scientific research in psychology; Definition of research; Purpose and need of psychological research. Experimental, Exploratory, Correlational and descriptive research in psychology; Ethical issues in psychological research

Conceptualization, operationalization and measurement; Causality and experimentation; Definition and nature of variables; ;operationally defining variables; Independent variables; Dependent variables; formulation of research problems and hypothesis ; Different types of hypothesis ; Experimental manipulation and control of variables; steps in quantitative research (5 hours of lab work dedicated to developing problem statement and a hypotheses is suggested)

Population and sample: Basic assumptions; Sampling distribution; Sampling techniques: probability and non-probability sampling; Methods of data collection: observational methods, surveys, questionnaires, interviewing methods, case study methods, and psychometric tests.

Adequate vs Inadequate (faulty) research design;Types of experimental design based on subjects and factors; Within-subjects, between subjects, single-subject, single factor, and factorial design; Sources of error variance and its management in the various types of experimental designs; Mixed design (8 hrs )

1. Gravetter,F. J., & Forzana, L. A. (2015). Research methods for behavioral sciences (5 ed.). Stamford, CT:Wordsworth cengage learning .
2. Bordens, K. S., & Abbott, B.B. (2006). Research and design methods: A process approach(6 ed.). New Delhi: Tata McGraw-Hill Company Limited
3. Goodwin, C. J. (2002). Research in psychology: Methods and design (3^rd ed.). New Jersey: John Wiley & Sons, Inc.
4. Coolican, H.(2004). Research methods and Statistics in Psychology. London: Hoddes Arnold
5. Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall

1. Breakwell, G. M., Hammond,  S., Fife-Shaw, C., & Smith, J. A. (Ed.). (2006). Research methods in  psychology (3 ed.). New Delhi: Sage.
2. Cohen, R. J., & Swerdlik, M. E. (2005). Psychological testing and assessment: An introduction to tests and measurement (6 ed.). New York: McGraw-Hill.
3. Heiman, G.W. (2001). Understanding research methods and statistics: An integrated introduction for psychology (2ed.). Boston: Houghton Mifflin Company.
4. Rosnow, R. L., & Rosenthal, R. (2002). Beginning behavioral research: A conceptual primer (4ed.). New Jersey: Prentice Hall.
5. Singh, A. K. (1997). Test, measurements and research methods in behavioural sciences.  Patna: Bharathi Bhavan Publishers and Distributors.

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components and get a minimum of 33/65 including class participation marks to be eligible to write the ESE. 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course.(CIA+ESE)

Course Description:

This course introduces the students to the various theoretical orientations to counselling. The major approaches like Psychoanalytic, Humanistic, Adlerian, Gestalt, Experiential, Cognitive, Behavioural, Multimodal and Integrative approaches are covered in this course. Specific techniques and interventions for each of the approaches are also covered.

Psychoanalytic psychotherapy: Introduction to Freud and his personality theory, Therapeutic process, Techniques, Application of techniques and procedures, Therapy with diverse populations.

Adlerian psychotherapy: Introduction to Adler and his personality theory, Therapeutic process, Techniques, Application of techniques and procedures, Adlerian therapy with diverse populations

Person Centred Psychotherapy: Introduction to Carl Rogers and Rogerian theory of personality; Therapeutic process ; Techniques ; Application of techniques and procedures ;Therapy with diverse populations.

Existential therapy: Introduction to Existentialism; Logotherapy - Therapeutic process;Techniques; Application of techniques and procedures; Therapy with diverse populations.

Gestalt Therapy: Introduction to Gestalt therapy; Therapeutic process ;Techniques ; Application of techniques and procedures; Therapy with diverse populations

Behavior Therapy: Introduction to behavioral theories ;Behavioral therapeutic process ; Techniques ; Application of behavioral techniques and procedures ;Therapy with diverse populations.

Lazarus Multimodal Approach to Psychotherapy: Introduction to Multimodal Psychotherapy theory ; Therapeutic process; Application of techniques and procedures ;Therapy with diverse populations.

Cognitive Behavior Modification: Donald Meichenbaum's approach to therapy

Cognitive Therapy: Introduction to Albert Ellis Rational Emotive Behavioral (REBT) theory; Therapeutic process ;Techniques; Application of techniques and procedures; REBT with diverse populations.

Aaron Beck's Cognitive Therapy: Introduction to Aaron Beck's cognitive theory (CT); therapeutic process; Techniques; Application of techniques and procedures ; CT with diverse populations.

Integrative Approach to Psychotherapy: Integration vs. Eclecticism ; An introduction to therapy, techniques and applications.

Corey, G. (2012). Theory and practice of counseling and psychotherapy (9th ed.). Belmont, CA: Brooks/Cole.

Gilland, B.E., & James, R.K. (1998). Theories and Strategies in Counselling and Psychotherapy. Singapore: Allyn and Bacon. 

Course description: This practical course has been conceptualized in order to train students in counselling skills. The developmental model of training is followed. Through this course the students are trained in basic counseling skills, such as attending skills, basic listening sequence, observation skills, along with ethics in a multicultural context through dyad and triad work.

Course objectives : After the completion of this course, a student will be able to:

• Demonstrate Basic Counselling Skills.
• Reflect more on themselves as developing counsellors.
• Demonstrate a few counselling techniques.

Introduction to counselling skills; Micro skill approach to counselling; Ethics and multicultural issues in counselling.

Attending Behaviours; Questions; Client observational Skills; Encouraging, Paraphrasing and Summarizing.

Reflection of Content, Reflection of Feeling

Integrating Listening Skills

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components and get a minimum of 33/65 including class participation marks to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course.(CIA+ESE)

Course description: In this course students will spend four hours a week or a total of 30 hours during the semester involved in supervised community service. Students are encouraged to work alongside NGO’s or other professional bodies. Students will engage in activities such as children, adolescents and youth teaching/tutoring, community organization, psychological assessment and mental health awareness. Reflections on their interactions are integral part of this course. Student engagement will be assessed by a supervisor.

Course objectives: This course will help the learner: 

• To build awareness about the requirements of the society.

• To identify the needs of underprivileged communities.

• To create mental health awareness among children, adolescents and youth.

Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of psychologist in community service: Social Psychologist, Community Psychologist & Counselor. Outcomes of community service: Personal outcome; Social outcome, Learning outcome and Career outcome.

Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and mental health. As part of the course requirement the students will be involved in the community oriented activities of the organizations they affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements will offer students hands-on experiences in working with various issues in community and facilitate meaningful learning.

Reflection is a core component of Community service. It is a period of critical thinking performed by the student and is based on a specific or overall experience of the student.   It guides students towards greater personal development by coming to a better understanding of their own values, opinions, and assumptions. The types of reflection which can be used are, class discussion, brainstorming, sharing of critical personal and group incidents, directed writings, experiential research paper, student portfolios and so on. The students are expected to discuss in groups at the end of this course using the following guidelines.

Reason for choosing the organization

•The planning phase of service learning initiatives

•Logistics for the initiative of the action

•Stakeholders/beneficiaries

•Execution of the action initiative

•Specific learning outcome

•Evaluation

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

Course Description:

This course is offered in the second semester. An understanding in Quantitative Research methods is a pre-requisite for this course. The course covers introduction to descriptive and inferential statistics along with computation skills in descriptive statistics and skills of plotting relevant graphs. Furthermore the course would enable the learners to answer the question on what, when and why various inferential statistics that can be used for quantitative research analysis in Behavioural sciences. Hands on experience in the usage of statistical packages for quantitative analysis is a core component of this course. Completion of this course would equip students to prepare the research proposal and conduct quantitative research with confidence and efficacy.

Course objectives: The learner will be able to

• Explain the various psychological measurements and statistical tools
• Apply descriptive and inferential statistics in psychological research
• Identify appropriate statistics based on the nature of hypothesis and variables
• Use various parametric and non-parametric statistics in analysis of data
• Develop skills on analyzing quantitative data using software
• Test hypothesis with SPSS software
• Interpret the results from quantitative analysis

Definition and purpose of psychological statistics; application of statistics in Behavioral science; scale of measurement; Probability distribution and normal curve; Levels of significance, type -I and type -II errors, one-and two-tailed tests; Parametric and non-parametric tests of significance 

Statistical analysis of single - sample study: testing a sample mean by t-test,; Statistical analysis of two- sample experiments: the independent samples t-test, the dependent-sample t-test; Correlation: product- moment, point-biserial, phi, biserial, tetrachoric, spearman’s correlation coefficients; Statistical analysis of complex experiments: analysis of variance - F test (computing and interpreting one-way, two-way ANOVA and their logic); MANOVA and Post-hoc tests. 

Coolican ,H.(2004).Research methods and Statistics in Psychology . Hoddes

Arnold Field, P. A. (2013).Discovering Statistics Using IBM SPSS Statistics (4th ed.). SAGE Publications.

Gravetter, F.J., & Wallnau, L.B. (2002). Essentials of statistics for the behavioral sciences (4th ed.).  Wadsworth/Thomson Learning

Bordens, K.S., & Abbott, B.B. (2006). Research and design methods: A process approach (6th ed.).  Tata McGraw- Hill Company Limited.

Cohen, R.J., & Swerdlik, M.E. (2005). Psychological testing and assessment: An introduction to tests and measurement (6th ed.).  McGraw-Hill.

Gravetter, F.J., & Wallnau, L.B. (2002). Essentials of statistics for the behavioral sciences (4th ed.).  Wadsworth/Thomson Learning6. Heiman, G.W. (2001). Understanding research methods and statistics: An integrated introduction for psychology (2nd ed.). Houghton Mifflin Company.

Kerlinger, N. (1996). Foundations of behavioural research. Prentice Hall
King, B.M., & Minium, E.M. (2003). Statistical reasoning in psychology and education (4th ed.). John Wiley & Sons, Inc.

Leong, F.T., & Austin, (1996). The psychology research handbook: A guide for graduate students and research assistants. Sage Publications

Levin, J., & Fox, J.A. (2006). Elementary statistics in social research (10th ed.). Pearson Education. McCall, R.B. (2001).
Fundamental statistics for behavioral sciences (8th ed.). Wadsworth/Thomson Learning.

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

Course description: This course is an extension of the professional development course offered in the first semester and encourages students to continue to examine their developing identities as counsellors in training.

Course objectives: This course will help the learner to:

• Explore parts of their self at a deeper level through guided autobiographical reading, having specific life review themes that are shared in a group.
• Engage in active listening as well as sharing life stories in a group setting.
• Generate new perspectives on different areas in their lives.

Life Review Themes - 1

Life Review Themes - 2                                                                                    

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

Course description: This course provides a theoretical foundation on qualitative research methods. Different methods of collecting qualitative data are discussed. Methods of Qualitative data analysis are also touched upon. Along with courses on research in the first and second semester, this course intends to provide students with the theoretical background to develop their research proposal.

Course objectives: This course will help the learner to:

• Understand the philosophical foundations on which qualitative research methods are based
• gain familiarity with the conceptual foundations of qualitative research methods in counselling Psychology
• understand various traditions of qualitative research methodologies in counselling psychology.
• learn different methods of data collection
• understand different methods of data analysis in qualitative research methods

Defining qualitative research; Historical development of qualitative research; Key philosophical and methodological issues in qualitative research; Different traditions of qualitative research; Grounded theory, Narrative approach, Ethnography, Action research, and Discourse analysis (8 hrs)

 Research Lab (7 Hrs)

1) Review of different article related to the different traditions of qualitative research

3) Skill taining seminars 

Conceptualizing research questions, issues of paradigm, .Designing samples, Theoretical sampling, Contrasting qualitative with quantitative approach in research process  Issues of Credibility and trustworthiness (8 hrs)

Research Lab (7 Hrs)

1) Qualitative research proposal  lab

2) Simulated techniques on designing qualitative research

What is qualitative data? Various methods of collecting qualitative data: participant observation, interviewing, focus groups, life history and oral history, documents, diaries, photographs, films and videos, conversation, texts and case studies (8 hrs)

 Research Lab (7 Hrs)

 1) Simulated techniques on different data collection methods

2)     Skill training seminars

Different traditions of qualitative data analysis; thematic analysis, Narrative analysis, Discourse analysis, Content analysis (8 hrs)

Research Lab (7 Hrs)

1)  Qualitative  data analysis software NVivo

2) Reporting qualitative research data 

Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. Sage. 

Ritchie, J., Lewis, J., McNaughton Nicholls, C., & Ormston, R. (2014). Qualitative research Practice A  guide for social science students and researchers (2nd ed.). Sage Publication Limited.

Kvale,S.(Ed.) (1997).Psychology & Post-modernism.Sage Publications 

McGhee, P. (2001). Thinking critically about qualitative research in psychology. In P. McGhee, Thinking psychologically (pp.98-111). Palgrave

Smith,J.A.(ed.)(2003).Qualitative psychology: A practical guide to research methods. Sage.

Smith,J.A., Harre,R., & Langenhove,L.V.(eds.).(1995).Rethinking methods in psychology. Sage.

Willig,C.(2001).Introducing qualitative research in psychology: Adventures in theory and method. Open University Press.

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components and get a minimum of 33/65 including class participation marks to be eligible to write the ESE.

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course.(CIA+ESE)

Course description: This course examines a paradigm shift from pathologies to positive subjective experience and positive individual traits to improve quality of life.  A framework for a science of positive psychology is built on the aim to promote positive relationships which has implications in various areas of psychology.

Course objectives: This course will help the learner to

• gain a familiarity with the context and subject matter of positive psychology
• understand the application of positive psychology principles in different facets of life.

The context and subject matter of positive psychology; Western and Eastern perspectives on Positive Psychology; Theoretical background of positive psychology                                                                                                     

Principles of pleasure; Positive emotions, happiness, subjective wellbeing; emotional states and positive health; emotional intelligence; quality of life; optimism and hope; self efficacy; wisdom and courage; faith; flow and spirituality.

*Field study from an interdisciplinary way.

Self and consciousness; mindfulness; positive personal traits; positive coping strategies; positive relationships: Love; Compassion, Forgiveness, Altruism, Gratitude, Empathy.

*Case work, research article review.

Ageing, Health, Work, Mental Health and Behavior, Stress Management, Communities- ME/WE balance. 

Andrews, F.M. and Withey, S.D. (1976).  Social Indicators of Wellbeing.  Plenum Press.

Baltes, P., & Staudinger, U.M. (2000). Wisdom: A metaheuristic (pragmatic) to orchestrate mind and virtue toward excellence. American Psychologist, 55, 122-136.

Bradburn, N. and Caplovitz, D. (1965).  Reports of Happiness.  Aldine.

Buss, D.M. (2000).  The Evolution of Happiness.  American Psychologist, 55, 15-23.

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components and get a minimum of 33/65 including class participation marks to be eligible to write the ESE. 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course.(CIA+ESE)

Course description: This course familiarizes the students with some of the major theoretical perspectives in social and cultural psychology. Appreciating interpersonal and group level psychological processes in the cultural context, this course analyzes multimodal influences on human behaviour. Applications to counselling will be discussed.

Course objectives: This course will help the learner to gain a familiarity with

• The role of culture in understanding the development of the self and the multidimensional nature of social identities.
• The processes of social perception and social cognition involved in the way we understand our social world, form attitudes, make attributions, categorize and engage in intergroup comparisons, with specific focus on how these may impact the practice of professional counselling.
• Theoretical explanations of social behaviours such as prosocial behaviour, aggression and intimate relationships.
• The social issues prevalent in our cultural context and an understanding of how social psychological theories can be applied to develop scientific and community- oriented solutions , programmes and interventions.

Development of self; Self and identity: Culture and social identities, diverse identities; Perception of Self and Others; Social cognition; Self-presentation

Social Perception:                                                         

a)Attribution, bias and errors in attribution ; b) Prejudice, Stereotypes and Discrimination; c)Attitudes : attitude organization, methods of attitude change , persuasion and propaganda techniques. 

Social Relationships:

a) Nature, dimensions and dynamics of interpersonal relationships: interpersonal attraction , sexuality and intimacy; diverse and complex relationships, alternate sexualities ;  b)Altruism: influences of helping; long-term helpfulness ; c)Aggression: nature and characteristics; individual differences in aggression ; Violence : sexual harassment, interpersonal violence

Overview of approaches in the study of culture: Cross cultural psychology, Cultural psychology; Individualistic Vs Collectivistic Cultures ;

a) Diversity in Socialization 

b) Poverty & Deprivation

c) Mental health & psychopathology: Traditional healing methods, Aspects of coping 

d) Acculturation

e) Childhood disability

Complex worlds and social behaviour ; Social psychology and contemporary issues – globalization, gender and diversity ; Dealing with ethnic minorities – the cultural dimension of individual behaviour ; Social psychology in clinical health settings ; Social psychology at work- application in job satisfaction and performance.

Fraser, C., and Burchell, B. (2001). Introducing Social Psychology.  Polity.

Blaine, B.E. (2013). Understanding the psychology of diversity. Second edition. Sage Publications

Crisp, R.J. and Turner , R.N.(2014).Essential social psychology.  Sage.

Dalal, A.K. and Misra, G. (Eds.) (2002). New directions in Indian Psychology (Vol 1: Social Psychology). (pp.19-49).  Sage.

Dasen, P.R. Berry, J.W. & Sartorius, N. (1988) (Eds.). Health and cross- cultural psychology: toward applications.  Sage.

Gilbert, D.T., Fiske, S.T., and Lindzey. G. (Eds). (1998). The handbook of social psychology (4 th ed.).  Oxford University Press.

Kakar, S. (1982). Shamans, Mystics and Doctors.  Oxford University Press.

Kao, H.S.R., Sinha, D. (Eds.) (1997). Asian perspectives on psychology.  Sage.

Linda, S. (Ed) (2017). Applied social psychology : understanding and managing social problems. Cambridge university press

Lott, B.E. (2010).Multiculturalism and diversity : a social psychological perspective. Wiley-Blackwell

Matsumoto, D. & Juang, L. (2004). Culture and psychology. Thomson Wardsworth.

Pandey, J. (Ed.) (2004). Psychology in India revisited (Vol-3). ND: Sage. 3

Saraswathi, T.S. (Ed). (1999). Culture, socialization and human development.  Sage.

Smith, P.B., Bond, M.H. & Kagitcibasi,C. (2006). Understanding social psychology across cultures.  Sage.

Tuffin, K. (2005). Understanding Critical Social Psychology. Sage.

Vindhya, U. (Ed). (2003).Psychology in India: Intersecting crossroads. Concept publishing company.

Recommended Journal references :
Kapur, R.L. (1994). Violence in India: A Psychological Perspective. D.L.N. Rao Murthy Oration, Indian Journal of Psychiatry, 36(4), 163-169.

Nancy,A.R. (2013). Aversive racism and intergroup contact theories : Cultural competence in a segregated world . Journal of social work education, 49 (4),

p564-579.

Winnifred,R.L.(2009). Collective action and then what?. Journal of social issues, 65 (4); p727-748

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components and get a minimum of 33/65 including class participation marks to be eligible to write the ESE. 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course.(CIA+ESE)

Course description: This course has been conceptualized in order to enable the students to understand the various mental health disorders affecting an individual from infancy to old age.

Course objectives: This course will help the learner

• understand about international classificatory systems of mental health disorders, diagnostic criteria & clinical manifestations
• gain an understanding about psycho social aetiology of mental health disorders. 

Systems of classification, basic features; DSM 5, ICD-10, similarities, differences and critical evaluation; Dementia, delirium, head injury, epilepsy, other amnesic syndromes

Models of addiction, schizophrenia, delusion, other psychotic disorders. Clinical characteristics, etiology. Clinical characteristics, etiology and theories of cluster A, B and C personality disorders

Depression, bipolar affective disorders; Phobia, GAD, panic, OCD, PSTD, adjustment disorder; Clinical characteristics, etiology.

Dissociative disorder, somatoform disorder, other neurotic disorder

Specific developmental disorder of scholastic skills; Pervasive developmental disorders Behavioral and emotional disorders; Disorders of social functioning

Ahuja, N. (2011). A Short Textbook of Psychiatry. Jaypee Brothers Medical Publishers (P) Ltd.

World Health Organization. (1992). ICD-10 Classifications of Mental and Behavioural Disorder: Clinical Descriptions and Diagnostic Guidelines. World Health Organization. 

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Association.

Sadock, B.J. & Sadock, V.A. (2003). Kaplan & Sadock’s Synopsis of psychiatry: Behavioral sciences/clinical psychiatry (9th. Ed.). Lippincott Williams & Wilkins.

Hecker, S.E. & Thorpe, G.L. (2005). Introduction to clinical psychology: Science, practice & ethics. Pearson Education, Inc.

Millon, T., Blaney, P., & Davis, R.D. (1998). The oxford textbook of psychopathology. Oxford University Press.

Smith, N.W. (2001). Current systems in psychology: History, theory, research & applications. Wadsworth/Thomson learning.

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components and get a minimum of 33/65 including class participation marks to be eligible to write the ESE. 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course.(CIA+ESE)

Course description: This courseis an applied course with a focus on integration of theory and clinical group work, and discussion of clinical, professional, and ethical issues. This course is designed for students to gain group counselling skills and self-awareness about how one’s own qualities, needs, motivations, and values can either facilitate or interfere with one’s effectiveness as a group counsellor.

 Course objectives: This course will help the learner gain familiarity with

• different types of groups that can be run for different populations
• the group process, including opening and closing groups, and group dynamics
• ethical, legal and training issues
• the application of theoretical approaches in groups

Goals; Functions and Definitions of Group guidance, Group Counselling & Group Therapy; Group vs. Individual Counselling; Types of groups.

Skills training Lab:  

Planning and Starting Groups; Exercises; Therapeutic Forces; Dealing with problem situations in groups.

REBT, Reality Therapy, Adlerian Therapy, TA, Gestalt Therapy, Solution-Focused Therapy, Trans theoretical Model; Psychodrama.

Skills training Lab:

Attending and Observation Skills; Focusing, pacing, leading and linking skills.

Co leading, Ethical Considerations; Legal Issues; Training of Group Counsellors

Skills training Lab:

Leadership skills of basic listening sequence; Skills of structuring dimensions and stages of groups.

Children, Adolescents, Couples, Older Clients, Addiction Groups, Divorce Groups

Skills training Lab:

Skills and strategies for interpersonal influence; Closing a session or a group.

Corey, Gerald (2000). Theory and Practice of Group Counselling (5th Ed). Brooks/Cole.

Capuzzi, Dave (2002). Approaches to Group Work: A Handbook for Practitioners. Prentice Hall.

Ivey, A.E., Pedersen, P.B. & Ivey, M.B. (2001). Intentional group counselling: A micro skill approach. Wadsworth.

Yalom, LD (1995). The theory and practice of group therapy (4th Ed). Basic books.

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components and get a minimum of 33/65 including class participation marks to be eligible to write the ESE. 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course.(CIA+ESE)

Course description: This course is a continuation of the Multicultural Counselling Skills Course–I. Here the student is trained in the more advanced skills of influencing and bringing about client change.  The student is also taught different models of problem conceptualization, and treatment planning.

Course objectives : The aim of this course is to learn 

• Advanced individual counselling skills.

• To use counselling techniques in applied settings.

• Conceptualization of client problems and effectively work towards client change and growth.

Review; Confrontation Skills; Focusing the interview; Reflection of Meaning; Influencing Skills – Six Strategies for change.

Skill Integration; Integrating Micro skills with Theory; Determining Personal Style & Future Theoretical/ Practical Integration.

Case conceptualization using different models

Treatment Planning

Nelson-Jones, R. (2008). Basic Counselling Skills: A Helper’s Manual. Sage Publications.

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 30 Marks

Class participation: 5 marks

Attendance: 5 marks 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components and get a minimum of 33/65 including class participation marks to be eligible to write the ESE. 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 50% is required to pass the course.(CIA+ESE)

Course Description:

This course is intended to help students develop skills of writing a research proposal and defending it. Students are supported as they progress through the different stages of their research work which include data collection, data analysis and writing up their dissertation.

Course objectives:

This course will help the learner to conceptualize a research problem and choose an appropriate research design to carry out the research. 

Developing a Research Proposal

Ethical Issues in Research

Supervision of Research Process

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

Course description: This course will provide trainee counsellors with the knowledge and application of counselling techniques and skills to work with children and adolescents in a variety of settings: school/ educational, family and community. The course prepares trainee counsellors to address the specific needs of children and adolescents, with emphasis on developmental needs, specific therapeutic interventions, and common emotional issues. Courses including multicultural counselling skills, counselling theories and techniques (individual and groups), and Life span psychology are key foundational and prerequisite courses for this course. This course is taken along with supervised practicum in the third semester to provide students with the opportunity to practice and develop specific skill sets to work with children and adolescents. 

 Course objectives: This course will help the learner to:

• Demonstrate an understanding of issues that may affect the development and functioning of students
• Understand the principles and skills needed for counselling children and adolescents
• Gain knowledge and application of evidence-based research and practice in child and adolescent to assist students, families, and educators in using resources that promote informed academic, career, and personal/social choices
• Understand ethical and legal considerations related specifically to the practice of child and adolescent counselling
• Coordination, collaboration, referral, and team-building efforts with teachers, parents, support personnel, and community resources to develop promotive and preventive interventions

• Identify developmental factors that influence counselling children and adolescents.
• Apply counselling skills and techniques to work with children and adolescents
• Interpret ethical and legal considerations involved in counselling children and working with their families
• Describe the various categories of children with special needs, the services and interventions that counsellors can use
• Develop Individualized Education Plan (IEP) for children and adolescents with special needs
• Develop study skills and academic advising programs for students
• Compare and Contrast the theories in career development
• Apply the knowledge of consultation and collaboration models to develop services for children, adolescents, school staff and families

Counselling needs of children and adolescents, locations of needs (School, Family, Residential care, community, at-risk) and Nature of issues (Emotional, behavioural, conduct, developmental, learning). Characteristics of child and adolescent counsellor, therapeutic relation in child and adolescent counselling. Process of child therapy, Internal processes of children and therapeutic change, Child counselling skills, use of play and art with children, Child counselling skills: observation, active listening, dealing with resistance and transference, termination skills.

Specific issues in the educational setting: Dealing with children with Special needs. Behavioural management: functional analysis and techniques of behaviour modification. Individualized educational programmes. Career guidance and counselling: Theories of Career Development, Influences on Career Development.

Learning styles: VAK Model, Kolb’s Experiential Model, MBTI Pattern, Honey & Mumford Model, Hemispheric Dominance Model, Gardner’s Multiple Intelligence Model. Study skills and Academic advising: Reading, Writing, Note Making skills, Time Management. Cognitive issues: Factors influencing Attention and Concentration, Remembering, Forgetting; teacher-student relationship, school climate and dealing with issues in teaching and learning  

Counsellor as Educational Consultant: Consultation Models and Skills, School-based tired interventions- three-level prevention; School counselling models and polices- The ASCA National Model: A Framework for School Counseling Programs; Relevant policies of UNCRC, UNICEF, National level initiatives-NCPCR, NCERT and others that are applicable to school counselling

Geldard, K., Geldard, D., & Foo, R. Y. (2013). Counselling children: A practical introduction. Sage. 

Woolfolk, A. (2007). Educational psychology (10th ed.). Allyn & Bacon.

Asch, M. (2000). Principles of guidance and counselling (1st ed.). Sarup & Sons

Bowe, F. G. (2000). Birth to five – early childhood special education. Delmar Publishers Inc.

Cohen, L.G., & Spenciner, L.J. (2003). Assessment of children and youth with special needs. Allyn & Bacon.

Ferguson, S. (2002). What parents need to know about children. Dallas, TX: Ludic.

Henderson D.A., Thompson C.L. (2011). Counseling children. Brooks/Cole Cengage Learning.

McClure, F. & Teyber, E. (2003). Casebook in child and adolescent treatment: Cultural and familial contexts. Pacific Grove, CA: Brooks/Cole.

Naar-King, S., & Suarez, M.  (2011). Motivational interviewing with adolescents and young adults. Guilford. 

Pattison S., Robson M., & Beynon A. (2015). The handbook of counselling children and young people. Sage.

Schmidt, J. (2008). Counseling in schools: Comprehensive programs of responsive services for all students. Allyn and Bacon.

Sharry, J. (2004). Counselling children, adolescents and families: A strengths-based approach. Sage Publications Ltd.

Studer, J.R. (2015). The essential school counselor in a changing society. Sage.

Thompson, C. L., Rudolph, L. B., & Henderson, D. (2010). Counseling children. (8th ed.). Brooks & Cole.

Vernon, A. (2009). Counseling children and adolescents (4th ed.). Denver, CO: Love Publishing.

Course description: This course has been conceptualized in order to provide an overview of the different family therapy models. Students will be encouraged to view the historical and cultural contexts within which family and marital therapy (including couples counseling) have emerged.

Course objectives: This course will help the learner to:  

• Gain familiarity with historical aspects of family therapies
• Assess and conceptualize dynamics that contribute to or maintain pathology in families
• Plan appropriate interventions to address pathology in families

• Trace the historical development of family therapy
• Assess family dynamics in a structured manner
• Apply concepts from family system theories to understand family dynamics and thereby develop treatment plans for couples and families.

Historical evolution of the field of marriage and family therapy. Current and Future trends. Foundations of Family Therapy. Early models, Fundamental concepts (Cybernetics, Systems theory, Social constructivism, Attachment theory)

Classical schools: Bowen, Strategic, Structural, Experiential, Psychoanalytic, Cognitive Behavioural.

Recent Developments- Post modernism, Feminist critique, Solution focused therapy, Narrative Therapy, Integrative models

Evaluation of Family Therapy, Family therapy research, Empirical foundations and Practice implications

McGoldrick, M. & Gerson, R. (1999). Genograms in family assessment. 2nd. Ed. New York: Norton.

Gehart, D. R. (2013). Mastering competencies in family therapy: A practical approach to theory and clinical case documentation. Cengage Learning.

Satir.V.(2008) Satir Transformational Systemic Therapy. Publisher: Science & Behavior Books

Steve de Shazer. (1982) Patterns of Brief Family Therapy: An Ecosystemic Approach. Guilford Publications

Napier, A.Y & Whitaker, C. (1988). The Family Crucible: The Intense Experience of Family Therapy. New York: Harper and Row.

Course description: This is a practical course aimed at familiarizing students with different assessment methods including psychological tests. A range of Personality, Intelligence, Aptitude, and Achievement tests are covered.

Course objectives: The course is intended to help students: 

• Demonstrate competence in administering, scoring, and interpreting a range of psychological tests.
• Identify relevant tests to be used for specific counselling needs.

• Administer and interpret Intelligence tests
• Administer and interpret Personality measures
• Administer and interpret Aptitude and Career Interest scales

The purpose of assessment in counselling. Assessment principles. Overview of assessment areas: Initial assessment in counselling – Case history, MSE: Identifying a clients problem using a clinical interview

Intelligence and general ability testing (BKT, Bhatia’s battery, Vineland Social Maturity Scale, Bharatraj Development Schedule). Measuring Achievement and aptitude (DBDA)

Assessment in career counselling (Comprehensive Interest Schedule), Developmental assessment in counselling and therapy (DCT). Spiritual assessment strategies

Appraisal of personality (16PF, MAPS, MBTI, EPQ-R, TAT, SCT, CAT, Rorschach- Demo only)

Anastasi, A. & Urbina, S. (1997). Psychological testing. N.D.: Pearson Education.

Cormier, S.& Cormier, W.H. Interviewing Strategies for Helpers: Fundamental Skills And Cognitive- Behavioural Interventions (Counselling Series). Wadsworth Publishing Co.

Kaplan, R.M. & Saccuzzo, D.P. (2007). Psychological Testing: Principles, Applications, and Issues. Australia: Thomson Wadsworth.

Whiston, S.C (1999). Principles and applications of assessment in counselling, Wadsworth, Belmont. Brooks- Cole

Course description: The students will be at practicum sites 2 days a week. They will engage in  providing counselling services which include, individual counselling, group counselling and psycho-education. Two hours a week they will receive supervision at college in batches of 8-10 students. The students discuss cases seen at their practicum sites and elicit feedback from their peers and supervisors. 

Course objectives: This course will help the learner to gain a familiarity with various counseling skills, including assessment, conceptualization and planning interventions. It will also provide students an insight into transference and countertransference issues they may experience with their clients.

• Elicit information from a client and prepare a structured case history and mental status examination report
• Conceptualize cases using various theoretical perspectives
• Plan interventions based on case conceptualizations

Case presentation and group supervision

Jongsma Jr, A.E., Peterson,L. M., Mc Innis, W.P., & Bruce, T.J. (2006). The adolescent psychotherapy treatment planner, 4th Ed.  Hoboken, NJ. Wiley

Continuous Internal Assessment

1)  Pre-course self assessment - 10 marks

Course Description:

This course is intended to help students develop skills of writing up a research study and defending it. Students are supported as they progress through the different stages of their research work which include data collection, data analysis, and writing up a manuscript

Course objectives:

This course will help the learner to conceptualize a research problem, choose an appropriate research design and method , and carry out the research. It will also provide supervision to students as they progress through the different stages of the research process.

• Identify a research problem
• Select appropriate research design to study the problem
• Collect data in an ethical manner
• Write up a research manuscript based on the findings

Developing a Research Proposal

Ethical Issues in Research

Supervision of Research Process

This course covers 2 main theoretical approaches to counselling such as CAT, CBT,  Satir Model of Transformational Change, or any other. The student is taught how to assess client issues, conceptualize client problems and provide therapeutic interventions using a particular theoretical framework

Course Objectives:  The course is intended to:

• Provide an in-depth understanding of two theoretical approaches to counselling.
• Help students gain mastery in using these theories to conceptualize and treat client issues.

• Demonstrate in-depth knowledge of two theoretical approaches to counselling.
• Integrate assessment and interventions in counselling from a variety of approaches learnt during the course.

Any three of the below:

Satir Model of Transformational Change

Cognitive Behavior Therapy (CBT)

Behavior Therapy

Developmental Counselling and Therapy (DCT)

Gestalt Therapy

Transactional Analysis (TA)

Person-Centred Therapy

Psychodynamic Therapy

Cognitive Analytic Therapy

Ryle, A. (1985) Cognitive Theory, object relations and the self. British Journal of Medical Psychology 58 pp 1-7

Ryle, A. (1995) Cognitive Analytic Therapy: history and recent developments ch in Ryle, A. (ed ) Cognitive Analytic Therapy : Developments in theory and Practice. Wiley London

Simmons, J & Griffiths,R. CBT for beginners. Sage Publications Ltd

An overall grade of 50% is required to pass the course.(CIA+ESE) 

Course description: This course provides an overview of counselling interventions for special populations. Various domains like Substance abuse counselling, mental health counselling, child abuse and trauma and rehabilitation counselling are dealt with in this course. This course in the final semester aims to help students to integrate learning from previous semester and apply to provide counselling interventions for specific populations. 

Course objectives: This course will help the learner:

• Understand addiction and deal more effectively with people addicted to various substances
• Assess mental health problems and convey diagnosis to patients and also psycho educate them and their families
• Understand processes involved in reporting child abuse and neglect
• Appreciate psychosocial aspects of disability and provide appropriate interventions

• Identify substance use disorder and plan appropriate interventions
• Assess mental health concerns and develop appropriate treatment plans
• Illustrate the process involved in reporting child abuse and neglect
• Develop prevention and intervention plan to address child abuse and neglect
• Apply the knowledge of bio-psycho-social model, rehabilitation principles and policies to provide interventions for people with disability

Understanding Use, Abuse and Dependence; Types of Drugs; Early Identification (risk factors); Nicotine Dependence; Assessment tools and application; Counselling for Motivation Enhancement; Brief Intervention Therapy; Denial; Counselling Individuals; Relapse Dynamic & triggers ; Processes in Recovery (refusal skills)

Identifying and assessing mental health problems, conveying of diagnoses, managing stigma, compliance counselling; Psychopharmacology: mechanisms, educating clients; psycho-education in families, communities, promotion of mental health

Types and characteristics of the various forms of child abuse and neglect, child abuse and neglect reporting laws and the reporting responsibilities of mandated reporters;  interaction of biological, psychological and societal factors in the causation of child maltreatment , appropriate treatment plans and intervention approaches,  community resources to aid in the prevention, intervention and treatment of child abuse

History of rehabilitation , Principles of psychiatric rehabilitation, Counselling theory, skills, and techniques, Psychosocial aspects of disability, Case management and rehabilitation planning, Disability assessment, Vocational evaluation and training, Job development and placement, Career counselling, CBR services , Family education, Awareness programs, Technological adaptation

Capuzzi, D., & Stauffer, M. D. (2014). Foundations of addictions counseling. Pearson.

Claringbull, N. (2011). Mental health in counselling and psychotherapy. SAGE.

Dunn, D. S. (2000). Social psychological issues in disability. In R. G. Frank & T. R. Elliott (Eds.), Handbook of Rehabilitation Psychology. Washington, D.C.: American Psychological Association.

Miller, G. (2014). Learning the language of addiction counseling. John Wiley & Sons.

Miller-Perrin, C.L. & Perrin R.D. (2007). Child maltreatment: An introduction. (2nd ed.). Sage: Thousand Oaks, CA.

Myers, J. E., & Sweeney, T. J. (2005). Counseling for wellness: Theory, research, and practice. American Counseling Association.

Scott, C. G. (2000). Ethical issues in addiction counseling. Rehabilitation Counseling Bulletin, 43(4), 209-214.

Smart, J. (2012). Disability across the Developmental Life Span: For the rehabilitation counselor. New York: Springer Publishing Company

Alcoholic Anonymous World Services, Inc. (1980). The twelve steps and the twelve traditions. New York: AA World Services, Inc.

Carpener B, (2002). Families in Context, Emerging Trends in Family Support and Intervention, David Fulton Publishers Ltd., London.

Community Based Rehabilitation and the health care referral services (1994), World health Organization

Community Based rehabilitation for and with people with disabilities (1994), UNESCO (Special Education) , WHO

Kaplan, R.M. & Saccuzzo, D.P. (2007). Psychological Testing: Principles, Applications, and Issues.    Australia: Thomson Wadsworth.

MacCluskie, K.C., & Ingersoll, R.E. (2001). Becoming a 21st century agency counselor. Belmont: Wadsworth.

Palmo, A. J., Weikel, W. J., & Borsos, D. P. (Eds.). (2006). Foundations of mental health counseling. Charles C Thomas Publisher.

Scannapieco, M., & Connell-Carrick, K. (2005). Understanding child maltreatment: An ecological and developmental perspective. New York, NY: Oxford University Press.

Seligman, L. (2004). Diagnosis and treatment planning in counseling. (3rd ed.). New York: Kluwer Academic/Plenum Press

Status of Disability in India – 2012, Rehabilitation Council of India, New Delhi.

The Persons of Persons with Disabilities Act (2016). Ministry of Social Justice & Empowerment, Government of India, New Delhi. 

CIA-1 (30 marks)

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA.The student must pass all the CIA components and get a minimum of 33/65 including class participation marks to be eligible to write the ESE.  

The passing grade for the ESE is 40%. The students needs an overall grade of 50% to pass the course (ESE + CIA)

Course description: This course aims at providing students with an opportunity to understand the philosophical and logical foundations of health and illness conceptualized by Asian healing methods in relation to Western medicine. The course provides students hands on experiences in Yoga and Meditation and an opportunity to understand the possibilities of integrating Asian Healing Practices with Western Medicine.

 Course objectives: This course will help the learner:

• Gain familiarity with Asian Healing Practices.
• Understand philosophical and logical foundations of Asian Healing Practices
• Evaluate the best ways in which Asian Healing Practices has integrated with western medicine.
• Demonstrate the knowledge in any one Asian Healing Practice.

• Define the concepts and explain the philosophical and logical foundations of Asian Healing Practices.
• Analyze the strengths and challenges of integrating Asian Healing Practices with western Medicine.
• Exhibit the knowledge and experiences in any one Asian Healing Practices.

Science and scientific reasoning in healing.
Origin and relevance of CAM.
Concepts, Causes, Classification, Diagnosis and Treatment of Health & Illness in Ayurveda.

Naturopathy, Unani & Siddha and Reiki & Acupuncture.
Indigenous methods of healing – Shamanism, Religious based and Ritual art form based healing methods.
Yoga and Meditation.

Philosophical foundation

Problematizing the notion of mental illness

Various conceptions of mental illness

Anti-psychiatry movement

1.   Philosophy for counseling and psychotherapy

Issues of integration

Implications to Health Psychology

Psychotherapy and medical treatment

Cooper, R. (2007). Psychiatry and philosophy of science. Stocks field: Acumen.

Howard, A. (2000). Philosophy for counseling and psychotherapy. Palgrave.

White, P. (Ed.). (2005). Bio psychosocial medicine: an integrated approach to understanding illness. Oxford: Oxford University Press.

Inglis, B. & West, R. (1983). The alternative health guide. London: Dorling Kindersley Ltd.

Sri Aurobindo Ashram. Health and healing in Yoga. (2009). Pondicherry: Sri Aurobindo Ashram.

Sharma, R.K. & Dash, B.(2007). Caraka Samhita. Vol.II. Varanasi: Chowkhamba Sanskrit Series Office.

Course description: This course has been conceptualized in order to give students an insight of tackling self-defeating thoughts and replace it with a problem-solving outlook/ solution-focussed approach. It would also equip students to help deal with their clients by developing the skills necessary for addressing these issues. The students would also be exposed to certain tools like CBT and NLP that can be used within the framework of life coaching.

Course objectives: This course will help the learner to:

• Tackle self-defeating thinking patterns with a problem-solving outlook
• Apply their knowledge in building modules to engage in training to address these needs
• The student will be able to build training modules to engage within their field of specialization.

• Demonstrate competence in applying a problem-solving outlook/ solution-focused approach
• Examine the various factors and identify the indicators of self-defeating thinking styles
• Design training modules by analyzing needs and recommending outcomes

The Evolution of Professional coaching and coaching psychology. Integrating positive psychology in coaching. Indian concept in coaching/preventive mode.

Overcoming procrastination, Assertiveness, tackling poor time management, handling criticism constructively, taking risks and making better decisions.

Cognitive Behaviour Coaching, NLP

Course Description:

This course helps counsellor understand their role in health settings.  With a focus on the mind-body connect it helps students understand how psychological wellness is important to pbysical health

Course Objectives:

• To develop understanding of the nature and significance of health psychology and highlight the importance of social and psychological perspectives of health and science.
• Understanding behavioural factors, disease prevention and health promotion in the context of holistic philosophy of health.

• Describe social and psychological perspectives of health.
• Use motivational interviewing skills in the context of health care.
• Differentiate chronic and terminal illnesses and their management.
• Develop possible psychosocial interventions for health promotion and health care.

Core Issues in Health Psychology

Motivational Interviewing

Pain and its impact

CHD

Cancer

Relaxation training, meditation, yogasanas

Hypnosis

Biofeedback

Behaviour modification

Cognitive behavioural techniques

Continuous Internal Assessment (CIA)
CIA 1: 20 marks
CIA 2: 25 Marks
Class participation & Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

Course Description: This course aims at imparting knowledge on concepts of crisis and trauma. It will provide inputs on stages of crisis and trauma, and skills for dealing with crisis and trauma at personal, interpersonal, and community levels. This course will also help the students gain knowledge on techniques relevant to crisis and trauma management and enable the students to understand the clinical outcome of crisis and trauma events so that they are able to plan out strategic interventions accordingly

Course Objectives:

• To provide students with the opportunity to learn the concept of Crisis and Trauma Counselling - skills training, case management and family education
• To educate students on crisis and trauma assessments and legislation related to it

• Understand the concepts and stages of crisis and trauma
• Evaluate the trauma using assessment strategies useful in the area of crisis and trauma counseling
• Create a model of intervention using crisis and trauma theories and approaches

Crisis Phases - Models of crisis; Assessment; Trauma phases - Models of trauma & assessment

Different models of interventions; Issues and challenges in trauma management

Dass-Brailsford, P. (2007). A Practical Approach to Trauma: Empowering Interventions. USA: Sage Publications.

Gilliland, Burl E. & James, Richard K. (1998). Crisis Intervention Strategies. Brooks/Cole Publishing Company: USA.

Bisson JI, Roberts N, Macho G. (2003). The Cardiff traumatic stress initiative: an evidence-based approach to early psychological intervention following traumatic events. Psychiatric Bulletin, 27:145–147.

Başoğlu M, Salcıoğlu E, Livanou M, et al. (2005). Single-session behavioural treatment of earthquake-related posttraumatic stress disorder: a randomised controlled trial. J Trauma Stress, 18(1):1–11. 

Bryant RA. (2003). Early predictors of posttraumatic stress disorder. Biological Psychiatry, 53:789–795.

Briere, J. (2012). Working with trauma: Mindfulness and compassion. In C. K. Germer & R. D. Siegel (Eds.), Wisdom and compassion in psychotherapy (pp. 265 279). New York, NY: Guilford.

Continuous Internal Assessment (CIA)
CIA 1: 20 marks
CIA 2: 25 Marks
Class participation & Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

Course Description: The last few decades has been witness to educational approaches slowing going through a transformation. Veering away from an emphasis on results-oriented methods, psychology and education community is realising the immense potential that lies in the promotion of holistic student progress. Disciplines like psychology and education have contributed towards understanding how to revolutionize learning and education systems. In this course, we will explore the underpinnings of positive educational psychology, debate alternative classroom and assessment methods, and develop a comprehensive understanding on how to initiate and promote positive behavioural change in educational settings. The positive education course is designed for final semester masters in psychology students who are curious about the application of positive psychology and behavioural economics in school and higher education institutions, are passionate about incrementally revolutionizing education systems, plan to work in educational settings and NGOs as teachers, administrators, or higher level decision/policy makers, and/or plan conduct research or interventions in areas of student outcomes and wellbeing. 

Course Objectives: Students will be able to:

• Learn how to increase positive student outcomes in the classroom
• Develop a comprehensive understanding of positive education and utilizing alternative disciplining and assessment methods 
• Build a foundation in the basics of eliciting behavioural change in educational settings through the application of behavioural insights 

• Understand the foundations of positive psychology and positive schooling
• Identify the need for positive education 
• Evaluate various issues in the educational system from a positive education framework
• Apply principles of positive education to solve real-time issue related to school and educational settings

School mental health and student wellbeing; need for positive education; Happiness – definitions, Wellbeing – flourishing and languishing, Broaden and Build theory; Positive Schooling – definition, components of positive schooling; Socio Emotional Learning – definition, aspects of SEL; Character strengths – types, identifying and building individual strengths; Developing Meaning and Purpose – discovering individual sparks, calling and career; Mindsets – definitions, mindset and school achievement, school climate

Action research cycle; Nudging in Education – concept of nudging. EAST framework, overview of nudging in education; The testing debate – growth and proficiency assessments, current debate; Positive and mindful disciplining – definitions, positive model of discipline, elements of mindful discipline; School-wide positive behaviour interventions, choosing, implementing and evaluating positive behaviour interventions, challenges and current trends 

Kumar, A., George, T. S., & Sudhesh, N. T. (Eds.). (2018). Character Strength Development: Perspectives from Positive Psychology. Sage Publications Pvt. Limited.

Gilman, R., Huebner, E., & Furlong, M. (2009). Handbook of positive psychology in schools. New York, NY: Routledge – Chapter 23 - The Positive in Positive Models of Discipline – The Positive in Positive Discipline – pg 306-309. 

Shapiro, S., & White, C. (2014). Mindful Discipline: A Loving Approach to Setting Limits and Raising an Emotionally Intelligent Child. New Harbinger Publications. Chapter 4 – The Mindful Discipline Approach, Five Elements of Mindful Discipline

Damgaard, M. T., & Nielsen, H. S. (2018). Nudging in Education. Economics of Education Review, 64.

McNiff, J., & Whitehead, J. (2006). All You Need To Know About Action Research. SAGE Publications, Inc.

Suttie, J. (2014). Mindful Discipline for Kids. Greater Good Magazine. Retrieved from https://greatergood.berkeley.edu/article/item/mindful_discipline_shauna_shapiro

Yeager, D., & Bundick, M. (2009). The role of purposeful work goals in promoting meaning in life and schoolwork during adolescence. Journal of Adolescent Research, 24, 423-452.

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

Course description: This course aims at providing group supervision to the counsellor trainees who are practicing in the field. It will follow a small group format where 6-8 students are supervised by one supervisor. Students will be asked to present cases they are seeing in the field.

Course objectives: This course will help the learner:

• Understand the importance of supervision
• View client issues with a multiple and wider perspective
• Understand how their personal lives are influencing and being influenced by their clients and therapy
• Receive supervision so that they provide an ethical service to their client

• Conceptualize cases using multiple theoretical approaches
• Recognize issues of transference and countertransference as it occurs
• Engage in reflective practice

Case presentation and Group supervision

Total Marks -50

1) Supervisor Evaluation (15 Marks)

2) Site Supervisor Evaluation (15 Marks)

3) Post Course Assessment (15 Marks)

4) Attendance (5 Marks)

*Supervisor Evaluation & Site Supervisor Evaluation is done using a prescribed form.

The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.

Course description: This course has been conceptualized in order to provide students with a hands-on experience of working with clients. Students will be attached to various agencies where they will be trained and supervised in acquiring counselling skill competencies. They will be mentored by a supervisor at the University also. Students must periodically meet their supervisors, maintain case files and submit four case records at the end of their practicum period.

 Course objectives: This course will help the learner  

• Gain exposure to dealing with a wide variety of clients

• Gain experience of real-life issues in the workplace

• Enhance their counselling skills

 The student must complete a minimum of 450 hours of supervised internship which includes 150 direct hours and 300 indirect hours.

• Demonstrate competence of counselling skills in applied settings.

• Appreciate and respect the ethical guidelines of organizations with which they work

• Demonstrate amicable relationship with their colleagues and co-workers

• Co-ordinate effectively with their supervisors.

• Effectively conceptualize the client’s concerns, demonstrate and apply counselling skills and write reports

Students will engage in supervised practicum

Jongsma Jr, A.E., Peterson,L. M., Mc Innis, W.P., & Bruce, T.J. (2006). The adolescent psychotherapy treatment planner, 4th Ed,  Hoboken, NJ. Wiley

Evaluation Pattern: 
Continuous Internal Assessment (CIA)  - 70%
End semester examination (ESE) - 30%   

Total Marks- 200

End Semester Exam (ESE) - Comprehensive Counselling Viva based on 2 cases submitted and practicum (60 marks)

The passing grade for the ESE is 40%

Continuous Internal Assessment (140 marks)

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. 

An overall grade of 50% is required to pass the course.(CIA+ESE)

Course Description: This is a block placement for short field training. Students are required to search for, examine and carve their niche in the field related to their chosen specialization. The basic purpose is to create awareness for the students so that the career progression of the students and the growth of the discipline can both be realized.

Course Objectives: The course is intended to help students:

• Gain exposure to a new population that they may work with
• Integrate all they have learnt and apply it in practice
• Gain confidence in practicing as a counselling psychologist

• Choose their career path
• Demonstrate competence in providing counselling services to clients

Field Placement

1) An interim report (minimum 15 days must be completed), summarising their learning and experiences at the internship site 

2) A certificate of completion as soon as the internship is over. 

Total Marks- 50

Course description: The student engages in original research work and writes a manuscript based on a field study to publish in a nationally/internationally reputed journal. This course helps the students organize learnt concepts, conceptualize and work on short feasible projects by applying their knowledge of research methodology creatively.

Course objectives : 

• This course will help the learner to gain familiarity with field research, analysis, and discussion writing.
• It also helps the students to prepare a manuscript based on the field study.
• Dissemination of their study findings through a suitable conference presentation

By the end of the course the learner will be able to:

• Carry out a field study, conduct the necessary data analysis and discuss the results. 
• Prepare a manuscript in scientific format for publication in a nationally/ internationally reputed journal.
• Present and defend the study.

Choosing a journal for publication, writing the manuscript as per journal requirements, sending the manuscript for publication, responding to review from the journal

APA. (2010). Publication manual of the American Psychological Association (6th Ed.).Washington, DC: American Psychological Association.

Hartley, J. (2008). Academic Writing and Publishing: A Practical Guide. Taylor and Francis. ISBN 0 203927982

End Semester Examination (ESE)
The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course.(CIA+ESE)